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Here comes the stress...
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<blockquote data-quote="klmno" data-source="post: 190243" data-attributes="member: 3699"><p>It's ED (Emotional disturbance)- they frowned upon changing it to OHI. After reading the pamplet from the bpkids website on Educating the BiPolar (BP) student, which recommends the OHI classification, I tend to think OHI gets the student more supports. However, the principal made it sound like difficult child would be put in a Special Education class and would be treated even more differently by teachers and other students if he had this classification. That is an issue with my son because he is actually fairly stable most of the time- so much so that it doesn't appear that he would even need an iep. However, when he's hypomanic, manic, or depressed, he desparately needs the iep. And now that he's been in so much trouble, he needs the iep to protect him from the repercussions of the label he has gotten. The docs all feel, and I agree, that difficult child needs to be kept in mainstream as much as possible. I tend to think the principal was really trying to prevent having to provide more supports. But then, last year when I was posting a lot about this on the Special Education forum, I got the impression that the ED or OHI classification had nothing to do with what supports were given to a student because they had to meet the individual needs, regardless of the classification.</p><p></p><p>As far as giving him harder punishments- they have never told me that is what they were doing. I just <em>think</em> they are because I find it hard to believe that other kids get written up and punished to the same severity that my son has. Especially year before last- if he forgot to take a pencil to class it was a major crime and he was sent to in-school suspension. It appears that the kids who are classified ED are usually in collaborative classes- where there is an aid in what is supposed to be a general ed class. However, it became clear to me last year that the aid doesn't do anything except monitor the behavior of the kids on an iep. And I mean it is their job to stand in the back of the class and look for these kids doing something wrong- they have to check off on a form each day, for each iep kid, if the kid brought all supplies, sat down on time, listened and followed directions, etc. What does that tell you? They aren't helping the kid learn- they have the kid under a microscope for behavior. My son needs less pressure, not more.</p><p></p><p>This therapist I'm starting to talk to used to be a school psychiatric. (He's an intern now so what does that say about the experience level of school psychs?) Anyway, I haven't decided yet if that is a benefit or a hindrance in difficult child's case. I have not thought too highly of any school psychiatric or ed spec that works for our sd that I have met. They didn't seem to know ANYTHING and appeared to only be there to back up what the principal says. If this therapist is like that, we won't keep seeing him and I definitely won't be taking him to an IEP meeting. Now, if he uses the knowledge he gained while working for an sd to advocate for difficult child, then it's a different story. I'll be seeing him Thurs. and should be able to finish the history portion of this and start asking the "what can you do for us" questions then.</p></blockquote><p></p>
[QUOTE="klmno, post: 190243, member: 3699"] It's ED (Emotional disturbance)- they frowned upon changing it to OHI. After reading the pamplet from the bpkids website on Educating the BiPolar (BP) student, which recommends the OHI classification, I tend to think OHI gets the student more supports. However, the principal made it sound like difficult child would be put in a Special Education class and would be treated even more differently by teachers and other students if he had this classification. That is an issue with my son because he is actually fairly stable most of the time- so much so that it doesn't appear that he would even need an iep. However, when he's hypomanic, manic, or depressed, he desparately needs the iep. And now that he's been in so much trouble, he needs the iep to protect him from the repercussions of the label he has gotten. The docs all feel, and I agree, that difficult child needs to be kept in mainstream as much as possible. I tend to think the principal was really trying to prevent having to provide more supports. But then, last year when I was posting a lot about this on the Special Education forum, I got the impression that the ED or OHI classification had nothing to do with what supports were given to a student because they had to meet the individual needs, regardless of the classification. As far as giving him harder punishments- they have never told me that is what they were doing. I just [I]think[/I] they are because I find it hard to believe that other kids get written up and punished to the same severity that my son has. Especially year before last- if he forgot to take a pencil to class it was a major crime and he was sent to in-school suspension. It appears that the kids who are classified ED are usually in collaborative classes- where there is an aid in what is supposed to be a general ed class. However, it became clear to me last year that the aid doesn't do anything except monitor the behavior of the kids on an iep. And I mean it is their job to stand in the back of the class and look for these kids doing something wrong- they have to check off on a form each day, for each iep kid, if the kid brought all supplies, sat down on time, listened and followed directions, etc. What does that tell you? They aren't helping the kid learn- they have the kid under a microscope for behavior. My son needs less pressure, not more. This therapist I'm starting to talk to used to be a school psychiatric. (He's an intern now so what does that say about the experience level of school psychs?) Anyway, I haven't decided yet if that is a benefit or a hindrance in difficult child's case. I have not thought too highly of any school psychiatric or ed spec that works for our sd that I have met. They didn't seem to know ANYTHING and appeared to only be there to back up what the principal says. If this therapist is like that, we won't keep seeing him and I definitely won't be taking him to an IEP meeting. Now, if he uses the knowledge he gained while working for an sd to advocate for difficult child, then it's a different story. I'll be seeing him Thurs. and should be able to finish the history portion of this and start asking the "what can you do for us" questions then. [/QUOTE]
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